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Supporting Students with ADHD in Project-Based Learning

Smith, Dawn (2022) Supporting Students with ADHD in Project-Based Learning. Doctoral Dissertation, University of Pittsburgh. (Unpublished)

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Working through and successfully completing a project-based learning assignment requires the coordination of many skills; including focus, creativity, self-regulation, and executive functioning. A deficit in these skill areas can lead to incomplete or missing elements in the project, an inability to pull all the components together, frustration, and low self-efficacy toward extended projects that require stamina. Students with Attention Deficit Hyperactivity Disorder (ADHD) typically have lagging skills in areas such as, concentration, sustained attention, planning, organizing, time-management, and task completion. The intention of this research study is to examine how students with ADHD perform in a project-based learning environment.


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Item Type: University of Pittsburgh ETD
Status: Unpublished
CreatorsEmailPitt UsernameORCID
ETD Committee:
TitleMemberEmail AddressPitt UsernameORCID
Committee ChairRobertson,
Committee MemberRainey,
Committee MemberNewlin,
Date: 31 August 2022
Date Type: Publication
Defense Date: 7 July 2022
Approval Date: 31 August 2022
Submission Date: 4 August 2022
Access Restriction: No restriction; Release the ETD for access worldwide immediately.
Number of Pages: 99
Institution: University of Pittsburgh
Schools and Programs: School of Education > Instruction and Learning
Degree: EdD - Doctor of Education
Thesis Type: Doctoral Dissertation
Refereed: Yes
Uncontrolled Keywords: ADHD, project-based learning, PBL
Date Deposited: 31 Aug 2022 18:39
Last Modified: 31 Aug 2022 18:39


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